IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH
COCKTAIL PARTY TECHNIQUE (A CLASSROOM ACTION
RESEARCH OF THE SECOND YEAR STUDENTS OF SMP
NEGERI 1 AMPEL IN 2015/2016 ACADEMIC YEAR)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
WRITTEN BY:
MAR’ATUS SHOLIHAH
113 11 131
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH
COCKTAIL PARTY TECHNIQUE (A CLASSROOM ACTION
RESEARCH OF THE SECOND YEAR STUDENTS OF SMP
NEGERI 1 AMPEL IN 2015/2016 ACADEMIC YEAR)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
WRITTEN BY:
MAR’ATUS SHOLIHAH
113 11 131
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MOTTO
Those people have forgotten that learning is not only to pursue and prove
something, but the study itself, is a celebration and tribute to himself.
-Andrea Hirata-
Life can give everything to whoever tries to understand and is willing to
receive new knowledge.
DEDICATION
This graduating paper is dedicated to:
1. My beloved Mother Mi’ah and my Father Pawiro Suyitno who always give all the best things in my life.
2. All of my beloved sisters and brothers Mas Nur, Mbak Siti, Mas Tadi, Mbak Isti, Mbak Fatky and my younger sister Ulvi.
3. My dearest brothers and sisters in law Mbak Mardiyah, Mas Ali, Mbak Marsiti, Mas Ulil, and Mas Saif.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
Thanks to Allah SWT, God the almighty for the blessing given to me in completing this graduating paper as one of requirement to finished study in English Department faculty of State Institute for Islamic Studies Salatiga.
This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies Salatiga.
2. Mr. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty.
3. Mrs. Noor Malihah, S. Pd., MA as the head of Head of English Education Department of States Institute for Islamic Studies (IAIN) Salatiga.
4. Mr. Hanung Triyoko, S.S., M.Hum., M.Ed as a consultant who has allowed me to conduct this research and guided me patiently in the process of accomplishing this graduating paper, thank for all.
5. Mrs. Rr. Dewi Wahyu Mustikasari, M. Pd as the validator of the instruments that are used in this graduating paper. Thank for all of your help, suggestion and recommendation.
6. Mr. Rifqi Aulia Erlangga, S.Fil., M.Hum as a consultant of academic. Thank for your help, suggestion, recommendation and support from my first semester until the end.
7. All lecturers in English Department Faculty of IAIN Salatiga. Thank for all guidance, knowledge, support, and etc.
8. My beloved mother Mi’ah and my Father Pawiro Suyitno who always give me support encouragement, finance, love, trust, advice, and everlasting praying. Thank for everything.
10.The three angel of my big family Niswa Nichlatun Naqiyya, Qotrunnada Sauqiya Ramadhani, and Aqil Husin Zulfadli who always make me smile. 11.My beloved best friends, Mbak Sri, Mbak Fani, Aisyah, Kak Kiky,
Maylia, Mas Bima, Doni, Mas Ersa, and Dwi thank for your support, care, togetherness and the sweetest memories.
12.Mr. Dr. Edi Sudarsono, M.M. and Mr. Solihuddin, S.Pd. thank you for your help during my research in SMP N 1 Ampel.
13.All of the students of SMP N 1 Ampel especially VIIIG thanks for your attention, enthusiasm and cooperativeness during the research.
14.All of my friends TBI ’11 especially E class, thank for the cheerful and your togetherness.
15.All of my friends who cannot be mentioned one by one that always give motivation, support and helped me to finish this graduating paper.
16.Everybody who has helped me in finishing this thesis. Thank for all supports, advice, suggestion and other helps that you all gives. The writer hopes that this thesis will useful for everyone.
Salatiga, September 29th 2015 The Writer
ABSTRACT
Sholihah, Mar’atus. 2015. Improving Students’ Speaking Skills through Cocktail
party technique (A Classroom Action Research of the Second Year Students of SMP N 1 AMPEL in 2015/2016 Academic Year). A Graduating Paper. Teacher Training and EducationFaculty (TTEF). English Education Department. State Institute for Islamic Studies (IAIN). Consultant: Hanung Triyoko, S.S., M.Hum., M.Ed.
Keywords: Speaking Skill, Classroom Action Research, Cocktail Party Technique.
This research is aimed to develop the students’ speaking skill through the
classroom action research by using cocktail party technique. The aims of her research are to find out the students’ speaking mastery before the CAR implemented, to explained the situation of the teaching and learning processes when the CAR implemented and to find out the significance improvement after the CAR implemented by using cocktail party technique. Thirty two students of the second year students of SMP N 1 Ampel were instructed through the classroom action research by using cocktail party technique to improve their speaking skills. The methodology of this research is Classroom Action Research (CAR). It is conducted in two cycles. Each cycle consist of planning, action, observation, and reflection. The researcher found several findings on it. The
findings show that the students’ speaking skill were very low, most of them have problem in speaking, it is showed by the mean of the pre-test 63.36. The other finding are many students have difficulties to express the idea orally, many of them preferred to use Javanese and Indonesian rather than use English in the class. In the pre-test 21.87% students pass the standardize score, in post-test I 40.63% students and in post-test II 87.52 % students pass the standardize score. The mean of pre-test 63,36 , the mean of post-test I, 69, and the mean of post-test II 73, 25. The first T-calculation is 4,05 and the second T-calculation is 6,07. The result shows that the T-calculation higher than T-table (2,042). It means that the classroom action research by using cocktail party technique is able to improve the
TABLES OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTES ... iii
PAGE OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGMENT ... viii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES AND FIGURES ... xi
CHAPTER I INTRODUCTION A. Background of Study ... 1
B. Focus of the Study ... 4
C. Statement of the Problem Study ... 4
D. Objectives of the Study ... 5
E. Benefits of the Study ... 5
F. The Definition of the Key Terms ... 6
G. Previous Research Review ... 7
H. The Outline of Graduating Paper ... 8
CHAPTER II THEORITICAL FRAMEWORK A. Speaking ... 10
3. Elements of Speaking ... 16
B. Teaching Speaking ... 18
1. Principles of Teaching Speaking ... 21
2. Encouraging Speaking ... 24
3. Suggestion for Teacher in Teaching Speak ... 25
4. The Roles of The Teacher ... 29
C. Fluency ... 29
1. Definition of Fluency ... 29
2. Activities Focusing on Fluency ... 30
3. Feedback during Fluency Work ... 30
D. Cocktail Party ... 31
1. Definition of Cocktail Party ... 31
2. The Roles of the Teacher ... 33
3. The Roles of the Students ... 34
CHAPTER III RESEARCH METHODOLOGY A. Setting of Research ... 35
B. The Method of Research... 39
C. Subject of Research ... 44
D. Data Collecting Method ... 47
E. Research Instrument ... 48
F. Evaluation Criteria ... 51
G. The Procedures of Research ... 52
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Cycle I ... 56
1. Planning ... 56
2. Implementation of the Action ... 57
3. Observation ... 65
4. Reflection ... 75
B. Cycle II ... 76
1. Planning ... 76
2. Implementation of the Action ... 77
3. Observation ... 83
4. Reflection ... 90
C. Discussion ... 90
CHAPTERV CONCLUSION AND RECOMMENDATION A. Conclusion ... 92
B. Recommendation ... 93
BIBLIOGRAPHY
CURRICULUM VITAE
LIST OF TABLES AND FIGURE
List of Tables
Table 3.1 The organization teachers’ structure of SMP N 1 Ampel ... 37
Table 3.2 The organization of non educational structure of SMP N 1 Ampel ... 37
Table 3.3 The Distribution of the Class of SMP N 1 ... 38
Table 3.4 Education Facilities and Tools... 38
Table 3.5 List of VIII G Class Group of SMP N 1 Ampel ... 44
Table 3.6 Questions Sheet ... 48
Table 3.7 Students’ Observation Sheet ... 49
Table 3.8 The Assessment Scale for Oral Ability ... 50
Table 3.9 The Students’ Achievement ... 51
Table 4.1 Students’ Observation Sheet... 66
Table 4.2 The Result of Pre-test ... 68
Table 4.3 The Classification of Pre-test ... 70
Table 4.4 The Result of Post-test I ... 70
Table 4.5 The Classification of Post-test I ... 72
Table 4.6 The Result of Pre-test and Post-test I ... 72
Table 4.7 Observation Sheet ... 84
Table 4.8 The Result of Post-test II ... 85
Table 4.9 The Classification of Post-test II ... 87
Table 4.10 The Result of Post-test I and Post-test II ... 87
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a communication tool that helps people expresses their feelings and ideas. Language is a system of communication in speech and writing used by people of a particular country, Oxford Dictionary (2008: 247). It helps us deliver our aims in a communication, without the language we will find difficulties to communicate with others. Every country has their own language because of the difference cultures among them. To connect the countries all over the world, English has been chosen as the international language. The current status of English as an international or global language is underpinned by its wide use in a range of fields such as politics, diplomacy, international trade and industry, commerce, science and technology, education, the media, information technology, and popular culture, Allan (2008: 12).
language will be useful if we use it. Fauziati (2010: 15) states that the goal of teaching speaking skill is to enable learners to communicate efficiency which implies that he or she can use language efficiency depend on situation. That is why we also need to focus on students‟ speaking skill because it holds important roles in our daily life.
Fauziati (2010:15) points out that “mastering the art of speaking is
the single most important aspect of learning a second or foreign language and success is measure in term of ability to carry out a conversation in the
language”. By mastering speaking skill, students are able to make conversation with others, share their ideas and exchange the information with others. However most of the second language learners in Indonesia have less ability in speaking. This case usually happens because of the wrong approach, method or technique that is used in the teaching processes. The same case also happens in SMP Negeri 1 Ampel, most of the students in this school have less of confidence, difficult to express the idea orally, have limited vocabulary, and lack of courage to speak out for fear of being wrong.
To solve the problems of the students‟ speaking skill the English
“…approach is the level at which assumptions and beliefs
about language and language learning are specified: methods is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented: technique is the level at which classroom procedures are
described”.
It means approach is level at which assumption that language learning is specified, while method is level at which theory is to put practice where the content to be taught and presented and technique is level at which procedures are described in process learning. Technique is procedure and real practice. In other words, technique is a manner, a way or method in teaching learning process, Richard and Rodger (2001: 5).
There are many kinds of approach, method and technique that can be used to help the teacher in the teaching and learning process. However the teacher should be able to choose which is the suitable approach, method, or technique for their class because every class has different characteristics. The wrong choice will give bad impact not only for the
teaching and learning process but also to the student‟s comprehension. From the explanation above the writer would like to make research entitled “IMPROVING STUDENTS’ SPEAKING SKILLS TRHOUGH COCKTAIL PARTY (A Classroom Action Research of
the Second Year Students of SMP N 1 Ampel in 2015/2016 Academic
B. Focus of the Study
In this research, the writer focus on the technique that is used to
improve the students‟ speaking skills in eight grade students of SMP N 1
Ampel in 2015/2016 academic year. The writer focuses in speaking class and limit scope of speaking only in fluency.
C. Statement of the Problem Study
To clarify the problem that is going to be analyzed, the statement of the problem is formulated as follows:
1. How is the profile of the students speaking mastery of the second year students of SMP N 1 Ampel in 2015/2016 academic year before the classroom action research applied?
2. How is the teaching learning situation when the classroom action
research happened in the class to improve the students‟ speaking skills
of the second year students of SMP N 1 Ampel in 2015/2016 academic year?
D. Objectives of the Study
Based on the statement of the problem above, the objective of the study is as follows:
1. To find out the profile of the students speaking mastery of second year students of SMP N 1 Ampel in 2015/2016 academic year before the classroom action research applied.
2. To find out the teaching learning situation when the classroom action
research happened in the class to improve the students‟ speaking skills
of second year students of SMP N 1 Ampel in 2015/2016 academic year.
3. To inform the significant improvement after the cycles of classroom action research have been performed to the second year students of SMP N 1 Ampel in 2015/2016 academic year.
E. Benefits of the Study
The results of this research are expected to be useful for: 1. Theoretical Benefit
2. Practical Benefit a. Student
The result of this research will make the students able to solve their problems in speaking especially in fluency.
b. Teacher
The result of this study can be used as guidance in giving inspiration and varieties in teaching speaking.
c. Other Researchers
The result of this study can be used as the reference for future research.
F. The Definition of the Key Terms
To avoid misinterpretation about the title of this research, the writer would like to clarify and explain the terms used in this study as follows:
1. Improve
2. Students
Student is person who is studying at college or university; person studying at secondary school; any person interested in a particular subject (Oxford Dictionary, 2008: 441).
The other definition of student is a person engaged in study; one who is devoted to learning; a learner, a pupil; scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as the students or an academy, a college, or a university; a medical student; a hard student. (Collins Thesaurus of the English Language, 2002: 214)
3. Speaking skill
Speaking skill can be stated as the skill to use the language accurately to express meanings in order to transfer or to get knowledge and information from other people in the whole life situation.
G. Previous Research Review
In this graduating paper, the researcher reviews several related studies to support this paper as mentioned;
speaking skill of the eighth grade students of SMP 06 Salatiga. To collect the data she used two method, observation and test method. She did the research in two cycles in order to help the students improve their speaking skill. After analyzing the result of cycle I and cycle II, she conclude that storytelling using puppets show can motivated and improve students speaking skill.
Another research has been done by Tika Rahmawati entitled The
Use of Scaffolding Talk Technique to Improve Students‟ Speaking Skill
(Classroom Action Research of the Eighth Grade Students of MTs Negeri Andong in the Academic Year 2013/2014). In her research she focused in the use of scaffolding talk where she did it in two cycle. After doing all of the cycles, the researcher found that the use of Scaffolding Talk technique helps the students to increase their speaking skill and most of students have a great motivation and active in learning speaking when Scaffolding Talk was applied.
There are few differences between these studies. In this studies the writer focus on the cocktail party technique to help the students improve their speaking skill. Furthermore the writer will focus to improve the
student‟s speaking fluencies. That is all the differences between this study
and the previous research review.
H. The Outline of Graduating Paper
general background of the problem, focus of the study, statement of the problem, objective of the study, benefit of the study, clarification of the key term, previous research review and graduating paper outline. Chapter II describes about review of related information about speaking skill,
teaching speaking, fluency and cocktail party‟s technique. Chapter III
CHAPTER II
THEORITICAL FRAMEWORK
A. SPEAKING
1. Definition of Speaking
Some experts in language learning have proposed many definitions of speaking. According to Chaney in Kayi (2006) speaking is the process of building and sharing meaning through the use of verbal and non-verbal
symbols, in a variety of contexts. Speaking is an interactive process of
constructing meaning that involves producing and receiving and
processing information.
Speaking skills will be develop if we use it in our daily conversation as Nunan (2003:39) states that the success in speaking is measured through someone‟s ability to carry out a conversation in the language. In the same argument Fauziati (2010: 15) argues to the most people, mastering the art of speaking is the single most important aspect of
learning a second or a foreign language, and success is measured in terms
of the ability to carry out conversation in the language.
From the definitions above, we can conclude that speaking is an
important skill in learning English because with speaking we can express
our ideas, notions and feelings. Therefore improving the students speaking
explains that a situation where students are not speaking English is often seen as a teacher/student failure.
2. The Function of Speaking
According to Brown in Richard (2008: 22-28) there are three functions of speaking, they are;
a. Talk as interaction
Talk as interaction refers to what we normally mean by
“conversation” and describes interaction that serves a primarily social
function. When people meet, they exchange greetings, engage in small talk, recount recent experiences, and so on because they wish to be friendly and to establish a comfortable zone of interaction with others. The focus is more on the speakers and how they wish to present themselves to each other than on the message. Such exchanges may be either casual or more formal, depending on the circumstances, and their nature.
1) Examples of these kinds of talk are:
a) Chatting to an adjacent passenger during a plane flight (polite conversation that does not seek to develop the basis for future
social contact)
b) Chatting to a school friend over coffee (casual conversation that serves to mark an ongoing friendship)
d) Telling a friend about an amusing weekend experience, and hearing him or her recount a similar experience he or she once had
(sharing personal recounts)
2) The main features of talk as interaction can be summarized as follows: a) Has a primarily social function
b) Reflects role relationships c) Reflects speaker‟s identity d) May be formal or casual
e) Uses conversational conventions f) Reflects degrees of politeness g) Employs many generic words h) Uses conversational register i) Is jointly constructed
3) Some of the skills involved in using talk as interaction involve knowing how to do the following things:
a) Opening and closing conversations b) Choosing topics
c) Making small-talk d) Joking
e) Recounting personal incidents and experiences f) Turn-taking
i) Reacting to others
j) Using an appropriate style of speaking b. Talk as transaction
Talk as transaction refers to situations where the focus is on what is said ordone. The message and making oneself understood clearly and accurately is the central focus, rather than the participants and how they interact socially witheach other. In such transactions,
. . . talk is associated with other activities. For example, students may be engaged in hands-on activities (e.g., in a science lesson) to explore concepts associated with floating and sinking. In this type of spoken language students and teachers usually focus on meaning or on talking their way to understanding. Jones in Richard (1996:14)
1) Examples of talk as transaction are:
a) Classroom group discussions and problem-solving activities b) A class activity during which students design a poster c) Discussing needed computer repairs with a technician d) Discussing sightseeing plans with a hotel clerk or tour guide e) Making a telephone call to obtain flight information
f) Asking someone for directions on the street g) Buying something in a shop
2) The main features of talk as transaction are: a) It has a primarily information focus.
b) The main focus is on the message and not the participants. c) Participants employ communication strategies to make them
understood.
d) There may be frequent questions, repetitions, and comprehension checks, as in the example from the preceding classroom lesson.
e) There may be negotiation and digression. f) Linguistic accuracy is not always important.
3) Some of the skills involved in using talk for transactions are: a) Explaining a need or intention
c. Talk as performance
The third type of talk that can usefully be distinguished has been called talk as performance. This refers to public talk, that is, talk that transmits information before an audience, such as classroom presentations, public announcements, and speeches.
Talk as performance tends to be in the form of monolog rather than dialog, often follows a recognizable format (e.g., a speech of welcome), and is closer to written language than conversational language. Similarly, it is often evaluated according to its effectiveness or impact on the listener, something that is unlikely to happen with talk as interaction or transaction.
1) Examples of talk as performance are: a) Giving a class report about a school trip b) Conducting a class debate
c) Giving a speech of welcome d) Making a sales presentation e) Giving a lecture
3) Some of the skills involved in using talk as performance are: a) Using an appropriate format
b) Presenting information in an appropriate sequence c) Maintaining audience engagement
d) Using correct pronunciation and grammar e) Creating an effect on the audience
f) Using appropriate vocabulary
g) Using an appropriate opening and closing
3. Elements of Speaking
The ability to speak fluently especially in English needs the elements for the spoken production as the following Harmer (2001:269): a. Language Features
Among the elements necessary for spoken production, are the following:
1) Connected speech: effective speakers of English need to able not only to produce the individual phonemes of English. In connected speech sounds are modified (assimilation), omitted, (elision), added (linking), or weakened (through contractions and stress patterning). It is for this reason that we should involve students in activities designed specifically to improve their connected speech. 2) Expressive devices: native speakers of English change the pitch
and show by other physical and non-verbal (paralinguistic) means how they are feeling (especially in face-to-face interaction).
3) Lexis and grammar: spontaneous speech id marked by the use of a number of common lexical phrases, especially in the performance of certain language functions.
4) Negotiation language: effective speaking benefits from the negotiator language we use to seek clarification and show the structure of what are saying.
b. Mental/social processing
Another success of speaker‟s productivity besides the knowledge of
language skills such as those discussed above is also dependent upon the rapid processing skills that necessitates.
1) Language processing: effective speakers need to able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible, but also convey the meanings that are intended. Language processing involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. One of the main reasons for including speaking activities in language lessons is to help students develop habits of rapid language processing in English. 2) Interacting with others: most speaking involves interaction with one or
are feeling. And a knowledge of how linguistically to take turns or allow others to do.
3) (on the spot) information processing: quite apart from our response others feeling, we also need to be able to process the information they tells us the moment we get it. The longer it takes for the penny to drop the less effective we are as instant communicators. However, it should be remembered that this instant response is very culture-specific, and is not prized by speakers in many other language communities.
B. Teaching Speaking
According to Fauziati (2010:15) the goal of teaching speaking skill is communicative efficiency. This means that learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary and to observe the social and cultural rules that apply in each communication situation. While Nunan in Kayi (2006) states that, what is meant by "teaching speaking" is to teach learners to:
1. Produce the English speech sounds and sound patterns
2. Use word and sentence stress, intonation patterns and the rhythm of the second language.
4. Organize their thoughts in a meaningful and logical sequence. 5. Use language as a means of expressing values and judgments.
6. Use the language quickly and confidently with few unnatural pauses, which are called as fluency.
Ur (1991: 120) argues that the speaking skill is the most important one since foreign language learners are most of all interested in becoming
actual speakers of a language. Therefore, activities that develop learners‟
speaking skills are an important part of a language course. Because of the importance of speaking, teacher needs to know if the teaching process success or not. Ur (1991: 121) writes about four characteristics for a successful speaking activity:
1. Learners talk a lot: As much as possible of the period of time allotted to the activity is in fact occupied by learner talk. This may seem obvious but often most time is taken up with teacher talk or pauses. 2. Participation is even: Classroom discussion is not dominated by a
minority of talk active participants; all get chance to speak, and contributions are fairly evenly distributed.
3. Motivation is high: Learners are eager to speak; because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective.
However, during the teaching speaking there are still many difficulties that are faced by students. According to Ur (1991: 121), there are many factors caused difficulty in speaking, and they are as follows:
1. Inhibition: unlike reading, writing or listening activities, speaking requires some degree of real time exposure to an audience. Learners are often inhibited about trying to say things in foreign language in the classroom, worried about making mistakes, fearful of criticism or losing face, or simply shy of attention that their speech attracts.
2. Nothing to say: even if they are not inhibited, learners often complain that they cannot think of anything to say, they have no motive to express themselves beyond the guilty feeling that they should be speaking.
3. Low or uneven participation: Only one participant can talk at a if he or she is to be heard, and in a large group this means that each one will have only very little talking time. This problem is compounded by the tendency of some learners to dominate, while others speak very little or not at all.
4. Mother-tongue use: in classes where all or number of, the learners share the same mother tongue, they may tend to use it, because it is easier, feels unnatural to speak to one another in a foreign language
and because they feel less „exposed‟ if they are speaking their mother
Because of some difficulties of speaking that is explained above, students need to be encouraged to take more responsibility for their own learning. Learning is no longer seen as one-way transfer of knowledge, teacher need to create a situation where the students able to speak and make conversation with others to help them develop their speaking skill. Kayi (2006) argues in order to teach effective speaking skills teachers need to:
a. Explicitly model effective speaking in a formal and informal manner
b. Provide opportunities for students to engage in conversational-style speaking e.g. using the shop area, providing scenario cards c. Give students tasks that involve observing and recording effective
speaking
d. Use role-playing to teach and reinforce good conversational skills e. Carry out activities where the whole class read aloud
f. Teach the rules that govern social interaction as mentioned above g. Create organic charts to capture the mannerisms associated with
effective speaking such as the non-verbal behaviors mentioned above.
1. Principles of Teaching Speaking
a. Be aware of the differences between second language and foreign language learning contexts.
Speaking is learned in two broad contexts: foreign language and second language situations. The challenges of the teacher are determined partly by the target language context. A foreign language (FL) context is one where the target language is not the language of communication in the society. Students who are in FL contexts have very few opportunities to use the target language outside the classroom. A second language (SL) context is one where the target language is the language of communication in the society. Some second language learners achieve notable speaking skills, but many others progress to a certain proficiency level and then go no further. Their speech seems to stop developing at a point where it still contains noticeable, patterned errors. These can be errors in grammar, vocabulary, pronunciation, or any
combination of problems that affect the learners‟ ability to
communicate by speaking.
b. Give students practice with both fluency and accuracy
should not emphasize on any one aspect of speaking. Rather, students should get practice on both accuracy and fluency.
c. Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk.
Pair work and group work activities can be used to increase the amount of time that learners get to speak in the target language during lessons. One further interesting point is that when the teacher is removed from the conversation, the learners take on diverse speaking roles that are normally filled by the teacher (such as posing questions or offering clarification).
d. Plan speaking tasks that involve negotiation for meaning.
Research suggests that learners make progress by communicating in the target language because interaction necessarily involves trying to understand and make learners understood. This process is called negotiating for meaning. It involves checking to see if learners have understood what someone has said, clarifying learners understanding, and confirming that someone has understood their meaning. By asking for clarification, repetition, or explanations during conversations, learners get the people they are speaking with to address them with language at a level they can learn from and understand.
When we talk with someone outside the classroom, we usually do so for interactional or transactional purposes. Interactional speech is communicating with someone for social purposes. It includes both establishing and maintaining social relationships. Transactional speech involves communicating to get something done, including the exchange of goods and/or services.
2. Encouraging Speaking
In order to develop the students speaking skill teacher need to encourage them by some activities. Ur (1991: 121) gives five recommendations for successful speaking activities.
a. To lower inhabitation it can be good to use group work so that the
inhibited person doesn‟t have to face the whole class when speaking. It is more likely that useful oral practice will take place
in this situation than in full class. It doesn‟t allow the teacher to
supervise all learner speech though and switching into L1 is a risk.
b. It is important to base an activity on easy language so that the participants can speak fluently and feel secure. A good way to make this work is to review vocabulary before starting.
d. Give instructions about participation before starting a speaking
discussion. To make sure that everyone‟s voice is heard the teacher
can choose one student to lead the discussion.
e. A teacher should never stop encouraging students to speak the target language. A teacher can also appoint a group or person in class as monitors who will remind others in class to stick to the target language.
3. Suggestions For Teachers in Teaching Speaking
Here are some suggestions for English language teachers while teaching oral language according to Kayi (2006):
a. Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge.
b. Try to involve each student in every speaking activity; for this aim, practice different ways of student participation.
c. Reduce teacher-speaking time in class while increasing student-speaking time. Step back and observe students.
e. Ask eliciting questions such as "What do you mean? How did you reach that conclusion?" in order to prompt students to speak more.
f. Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your efforts in preparing the
materials and efficient use of your voice…"
g. Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not distract student from his or her speech.
h. Involve speaking activities not only in class but also out of class; contact parents and other people who can help.
i. Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.
j. Provide the vocabulary beforehand that students need in speaking activities.
4. The Roles of the Teacher
As with any other type of classroom procedure, teachers need to play a number of different roles during the speaking activities. However, three have particular relevance if a teacher is trying to get students to speak fluently according to Harmer (2001: 275):
a. Prompter
The students sometimes get lost, cannot think of what to say next, or in some other way lose the fluency teacher expected of them. The teacher can leave them to struggle out of such situations on their own, and indeed sometimes this may be the best option. However, a teacher may be able to help them and the activity to progress by offering discrete suggestions. If this can be done supportively – without disrupting the discussion or forcing students out of role – it will stop the sense of frustration that some students
feel when they come to a „dead end‟ of language or ideas.
b. Participan
engagement and generally maintain a creative atmosphere. However in such circumstances they have to be careful that they do not participate too much, thus dominating the speaking and drawing all the attention to themselves.
c. Feedback Provider
The vexed question of when and how to give feedback in speaking activities is answer by considering carefully the effect of possible different approaches.
When students are in the middle of a speaking activity, over-correction may inhibit them and take the communicativeness out of the activity. On the other hand, helpful and gentle correction may get students out of difficult misunderstandings and hesitations. Everything depends upon our tact and the appropriacy of the feedback we give in particular situations.
C. Fluency
1. Definition of Fluency
Fluency is one of the important aspects in speaking. According to Murcia in Fauziati (2010: 17) fluent speech contains reduced forms, such as contractions, vowel reduction, and elision, so that learners who do not get sufficient practice with reduced speech will retain their rather formal-sounding full forms. Fluency is a speech language pathology term that means the smoothness or flow with which sounds, syllables, words and phrases are joined together when speaking quickly. Srivastava (2014: 55) states that fluency refers to a level of proficiency in communication. It is the ability to produce written and spoken sentences with ease, efficiency, without pauses or a breakdown of communication. Fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc. Koponen and Riggenbach in Diyyab (2013: 5) asserted "fluency in language assessment is comparable to continuity, smoothness, or evenness of speech without extreme breaks or hesitations". Fillmore in Brown (2003) identifies four abilities for the theory of speaking fluency, they are:
a. Fill time with talk [i.e., to talk without awkward pauses for a relatively long time]
c. Have appropriate things to say in a wide range of contexts d. Be creative and imaginative in using the language
Fluency is a measurable construct related to speaking only and analyzed, for example, through number of pauses, hesitations or length of run, even though many researchers agree that fluency itself is multidimensional Housen in Muller (2014: 3). Nation (1989:377) says fluency can be measured by looking at (1) the speed and flow of language production, (2) the degree of control of language, and (3) the way language and content interact.
2. Activities Focusing on Fluency
a. Reflect natural use of language
b. Focus on achieving communication
c. Require meaningful use of language
d. Require the use of communication strategies
e. Produce language that may not be predictable
f. Seek to link language use to context
3. Feedback during Fluency Work
production in the same way. Decision about how to react to performance will depend upon the stage of the lesson, the activity, the type of mistake made, and the particular student who is making that mistake. The way in which we respond to student when they speak in a fluency activity will have a significant bearing not only on how they perform at the time but also on how they behave in fluency activities in the future. There are times when the teacher may wish to intervene during fluency activities, just as there are ways the teacher can respond to the students once such activities are over.
a. Gentle correction
If communication breaks down completely during a fluency activity, teacher may well have to intervene. If the students cannot think of what to say, teacher may want to prompt them forwards. If this is just the right moment to point out a language feature teacher may offer a form of correction.
b. Recording mistake
One of the problems of giving feedback after the event is that it is easy to forget what students have said. The teacher can
record students‟ language performance on audio or videotape. In
c. After the event
When the teacher has recorded student performance the teacher will give feedback to the class. They might give an assessment of an activity saying how well the teacher thought the student did in it, getting the students to tell us what they found easiest or most difficult. Harmer (2001: 107)
D. Cocktail Parties
1. Definition
According to Snow (2006: 119), cocktail parties are a free form of speaking practices in which students get out of their seats and converse with different partners in a style similar to that of a cocktail party. The cocktail party technique is a quick way to get students talking to new partners and to break up the routine of sitting during language lessons, Bailey (2011). Cocktail party technique is where the teacher sets a brief speaking task first and have the students talk briefly with different people and then move on to talk to someone new as if they were at a social gathering. After they have completed the task, they sit down again.
1) Rule #1: You should talk to more than one person rather than talking to the same person the whole time.
2) Rule #2: After talking with someone for awhile, you must close your conversation and move on to someone else.
Also teach students a few lines for striking up conversations (Ex: "It sure is hot today"), and for closing them (Ex: "Well, it's been nice talking to you, but it's getting late and I need to get going.").
b. Let students know whether or not you want them to practice specific material (from a model dialogue, for example), how long they have to talk, and how many people you expect them to talk to.
c. Turn students loose, and join in.
d. When time is up or enthusiasm runs thin, call everyone back to their seats. Close by asking a few students about their conversations. This is generally more fun -- and other students will pay more attention -- if you ask a specific question appropriate to the activity (Ex: "Tell me a little about the most interesting conversation you had." "What new things did you learn?") rather than having students summarize all their conversations.
2. The Roles of the Teacher
b. Teach the students a few lines for striking up a conversation.
c. Let students know whether or not you want them to practice specific material (from a model dialogue, for example), how long they have to talk, and how many people you expect them to talk to.
d. Turn students loose, and join in.
e. When time is up or enthusiasm runs thin, call everyone back to their seats. Close by asking a few students about their conversations.
3. The Roles of the Students
a. Students should talk to more than one person rather than talking to the same person the whole time.
b. Students should generally stand as they chat rather than sitting.
CHAPTER III
THE METHODOLOGY OF RESEARCH
A. Setting of Research
The research is located at SMP Negeri 1 Ampel in JL. Candi, RT. 2 RW. 6, Candi, Ampel, 57352, Kab. Boyolali. The research was applied for
the eighth grade students‟ in this school. The student has ability in English
but most of them have difficulties in speaking. Most of the students in this school have less of confidence, difficult to express the idea orally, have limited knowledge on pronunciation, and lack of courage to speak out for fear of being wrong.
1. Vision and Mission of SMP N 1 Ampel
a. Vision: created faithful, quality, skilled and cultured students
b. Mission:
1) Implementing sustainable imtak‟s development
2) Implementing active, creative , innovative and fun‟s learning 3) Implement the learning and guidance actively
4) Improving the quality of excellent class / group coaching
competition‟s class for grades 7 and 8
6) Maximizing the use of library and laboratory facilities
7) Improving the quality of the teachers‟ professionalism and the educational personnel
8) Implementing an intact, objective, and authentic assessment‟s system
9) Implementing coaching sports , music , vocal , dance , and marching band
10) Organizing teenagers scientific paper‟s guidance 11) Developing the learner‟s personality
2. The Organization Profession Structure of SMP N 1 Ampel
a. The organization teachers‟ structure of SMP N 1 Ampel
Table 3.1
The organization teachers’ structure of SMP N 1 Ampel
No Teacher's Name Profession
1 Drs. Edy Sudarsono, M.M. Headmaster/ Civic Education Teacher 2 Drs. Joko Minarto, M.Pd. Sport teacher
3
Drs. Muhammad An,
M.Pd.I Islamic Religion Teacher 4 Suharli, S.Pd. Indonesian Language Teacher 5 Tutik Lestari, A.Pd Civic Education Teacher 6 Dra. Endang Wahyuningsih Civic Education Teacher 7 Syamsuddin, S.Pd Social Science Teacher 8 Asman Indardi, S.Pd Natural Science Teacher 9 Sunaryo Sport teacher
10 Sri Marningsih, S.Pd Indonesian Language Teacher 11 Surono, S.Pd Indonesian Language Teacher 12 Mulyadi, S.Pd Mathematics Teacher
13 Dra. Restu Nugraheni English Teacher
16 Maria V Winarsih, S.Pd Mathematics Teacher 17 Yanto Hardoyo, S.Pd Social Science Teacher 18 Mulyanto, S.Pd Natural Science Teacher 19 Haryono, S.Pd Mathematics Teacher 20 Suharno, A. Md Pd Culture and Art Teacher 21 Sumono, S.Pd
Guidance and Counseling / Islamic Religion Teacher
22 Solihuddin, S.Pd English Teacher 23 Sumadi, S. Ag Buddhist Teacher
24 Tri Yasmi Wulandari, S.Pd Guidance and Counseling Teacher 25 Drs. Satmono Yuwono Indonesian Language Teacher 26 Sri Wahyuni, S.Pd English Teacher
27 Djarwanto Budi S, S.Pd Sport teacher
28 Sugiarto Guidance and Counseling Teacher 29 Endah Sri Wahyuningsih Javanese Language Teacher 30 Paimin, S.Pd Javanese Language Teacher 31 Suryaningsih, S.Pd Social Science Teacher 32 Sri Lestari, S.Pd Culture and Art Teacher 33 Atik Widyawati, S.Pd Social Science Teacher 34
Rr Sri Murwani
Handriyanti, S.Pd Natural Science Teacher / Biology 35 Insriyati, S.Pd Natural Science Teacher
36 Sunarno, S.Pd Guidance and Counseling Teacher 37 Yohanes Tri Nugroho Christian Religion Teacher
38 L. Setya Budiwiyono, S.Ag Catholic Religion Teacher 39 Siti Restiwi, S.Pd Hand-made art
40 Dwi Setyawan, S.Pd Hindu Religion Teacher
b. The organization of non educational structure of SMP N 1 Ampel
Table 3.2
The organization of non educational structure of SMP N 1 Ampel
No Name Profession 1 Sarjono Chief of Administration 2 Wahyu Sri Kadarini Financial Accounting 3 Surajin Agenda's Writer
5 Rusminatun Student‟s Organizer 6 Jumali Organizer Assistant 7 Ahmad Arifin Organizer Assistant 8 Antonius Eko Mintarso, SE Librarian
9 Rohmad Listiyanto Security
10 Sri Maryati Cleaning Service 11 Suyatno Night Security
c. The Distribution of the Class of SMP N 1 Ampel in 2015/2016 Academic Year
Table 3.3
The Distribution of the Class of SMP N 1 in the Academic Year of
2015/2016
No. Class Total Male Female Group of All 1 VII 7 226 2 VIII 7 225 3 IX 7 224 Total 21 675
d. Infrastructure and Facilities of SMP N 1 Ampel
Table 3.4
Education Facilities and Tools
and in the long run the whole curriculum. In order to do action research it is necessary to carry out a rigorous study in which the problem has to be clearly specified, an action plan has to be described and carried out, and finally an evaluation has to be contemplated in order to show if the decisions taken were the adequate ones. Carmen in Burns (2010: 5).
Another definition of CAR proposed by Lodico (2006: 17), according to him action research is design to enhance and improve current practice within a specific classroom, school, or district. Typically it is a type of research undertaken by practitioners who have identified problems they wish to solve or who would simply like to find ways to their own teaching or student learning, or both.
According to Kemmis in Wiriaatmadja (2008: 12),
“Penelitan tindakan adalah sebuah bentuk inkuiri reflektif yang dilakukan secara kemitraan mengenai situasi social tertentu (termasuk pendidikan) untuk meningkatkan rasionalitas dan keadilan dari a) kegiatan praktek social atau pendidikan mereka b) pemahaman mereka mengenai kegiatan-kegiatan praktek pendidikan ini, dan c) situasi yang memungkinkan terlaksananya
kegiatan praktek ini.”
“action research as a form of self-reflective enquiry undertaken by participants in social (including educational) situations in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situations (and institutions) in which
these practices are carried out.”
Typically it is a type of research undertaken by practitioners who have identified problems they wish to solve or who would simply like to find ways to their own teaching or student learning, or both.
2. The cycles of Research Methodology
The writer will do research in two cycle. The steps in every cycle are follows:
a. Planning
In this phase the writer will identify a problem or issue and develop a plan of action in order to bring about improvements in a specific area of the research context.
b. Action
In this phase the writer will describe job scenario and the action procedure in which will apply in the classroom. The researcher will join in the classroom in order to see the situation in the classroom. When teaching learning processes are going on the teacher will use cocktail party technique. To get the data which is needed in this research, the writer will do pre test and post test. The researcher also makes field notes to record the activities in classroom.
c. Observation
d. Reflecting
At this point, the writer reflect on, the writer will evaluate and describe the effects of the action in order to make sense of what has happened and to understand the problem of the students in speaking skill and the application of cocktail party that already explored more clearly.
From the cycles above can be draw as below:
Fig. 1.1 (The cycle of Classroom Action Research)
The writer uses action research spiral based on Kemmis and Mc.Taggart in Burns (2010:9). The model of action research shown in fig 1.1.
3. The purpose of Classroom Action Research‟s as follows:
studying, increasing professionalism of teachers, and fostering academic culture among the teachers.
b. Increasing classroom practices quality continually evolves rapidly given society.
c. Increasing the relevance of education, this is achieved by improving the learning process.
d. As a means of training service in, which equips teachers with skills and new methods sharpen and enhance the analytical power of consciousness itself.
e. As a means to incorporate additional or innovative approaches for continuous learning system that normally inhibits innovation and change.
f. Improved quality of Education proceeding through fixing learning process practice in the classroom by developing various kinds of skills
and increasing students‟ motivation.
g. Increasing professional educator attitude and education personnel.
i. Improving the efficiency of the education management and learning process.
j. Education relevance and quality results are shown to enhance the efficiency of utilization of these resources are integrated in it.
C. The Subject of Research
1. Students
Table 3.5
List of VIII G Class Group of SMP N 1 Ampel in the Academic Year
of 2015/2016
NO Name of Students 1 Aditya Ananda Permadi 2 Andhika Regiawan 3 Annis Sholihah
4 Anya Anggraheri Putri H 5 Ashar Prastowo
6 Bakoh Wijanarko 7 Chusnunnia
8 Devi Agustina Widyastuti 9 Dian Anggraini
10 Dian Rizky Saman Dwi C 11 Dila Aristantia Kartika Sari 12 Evidya Aurel Lita
13 Hernawan Budhi Jatmiko 14 Ilham Nur Himawan 15 Ivan Himawan 16 Lia Lestari
17 Lutfi Nur Hidayanto 18 Mulia Rahman Rio Anya P 19 Nafila Happy Qurrota‟aini 20 Niken Ayu Saputri 21 Novianto Baskara Adi 22 Novita
23 Oktaviani Eka Pradana 24 Orbitasari
25 Rahayu Septi Wulandari 26 Resa Aulia Febriansyah 27 Ristiyanto Agus Wiyono 28 Rosa Lina Dwi Astuti 29 Surya Atmojo
2. Researcher
In this application researcher collaborated with the English teacher. Researcher carried out Cocktail Party Technique in speaking learning that was helped by English Teacher as collaborator.
Time schedule of the research:
STEP
DATE AND
D. Data Collecting Method
1. Test
According to Arikunto (2010: 266) test is used to measure the basic capabilities and achievements. Especially for learning achievement, test commonly used in schools can be divided into two categories:
a. Test Created by Teacher
Test made by a teacher with a particular procedure, but no trials have repeatedly then is not yet known features and benefits
b. Standardize Test
Test that usually already provided in the testing agencies, which are already guaranteed quality and standardized test trials has experienced repeatedly so it can be said to be good
In this research the writer prefers test made by teachers because teacher can measures students difficulties in learning English, especially in speaking. The writer uses pre-test and post-test in order to
get the data and to find the differences of the students‟ ability before
2. Observation
Observation method is the most effective way to complete the format or list of observations as instruments (Arikunto: 272).
In this research, the writer observes the learning process, notices all the activities related with learning process use check list.
3. Documentation
Method of documentation that is looking for data about things or variables in the form of notes, transcript, books, newspapers, magazines, etc (Arikunto: 274).
Therefore to get the valid data the researcher use the media to record the activities of students in class by using cameras and video records.
E. Research Instrument
The instrument used to collect the data is observation sheet and test. The writer use pre-test and post-test.
Table 3.6
Questions Sheet
Pre-test Describe about your daily activity in the morning
Post-test I Make a dialogue about your daily activity, and practice with your partner in front of class.
Table 3.7
1 Aditya Ananda Permadi 2 Andhika Regiawan 3 Annis Sholihah
4 Anya Anggraheri Putri H 5 Ashar Prastowo
6 Bakoh Wijanarko 7 Chusnunnia
8 Devi Agustina Widyastuti 9 Dian Anggraini
10 Dian Rizky Saman Dwi C 11 Dila Aristantia Kartika S 12 Evidya Aurel Lita
13 Hernawan Budhi Jatmiko 14 Ilham Nur Himawan 15 Ivan Himawan 16 Lia Lestari
17 Lutfi Nur Hidayanto 18 Mulia Rahman Rio Anya P 19 Nafila Happy Qurrota‟aini 20 Niken Ayu Saputri 21 Novianto Baskara Adi 22 Novita
23 Oktaviani Eka Pradana 24 Orbitasari
29 Surya Atmojo 30 Thedy Fajar Adinata 31 Vito Mei Rahmandsyah 32 Vitoarniko Robby Ario H
F. Evaluation Criteria
Table 3.8
The Assessment Scale for Oral Ability
In the oral test the writer used speaking assessment rubric in the following:
ASPECT SCORE DETAILS
Pronunciation 5 Easy to understand pronunciation and have a native accent
4 Easy to understand though with a certain accent
3 There is a problem of pronunciation that makes the listener must concentrate fully and sometimes there are misunderstandings 2 It is difficult to understand because of
pronunciation problems, often asked to repeat 1 A serious pronunciation problems that cannot
be understood
Grammar 5 No or few grammatical errors
4 Occasionally makes grammatical errors but does not affect the meaning
3 Often make grammatical errors which affect meaning
2 A lot of grammatical errors that impede meaning and often rearranging sentences 1 A grammatical error is so severe that it is
difficult to understand
4 Sometimes uses inappropriate vocabulary 3 Frequent use of inappropriate vocabulary,
conversation is limited due to limited vocabulary
2 Using the wrong vocabulary and vocabulary is limited so it is difficult to understand
1 A very limited vocabulary so that the conversation is not possible
Fluency 5 Current fluency as native speakers
4 Smooth looks a little disturbed by the language problem
3 Smooth bit much disturbed by the language problem
2 Often hesitated and stopped because of the limitations of language
1 Talk to disjointed and interrupted so that the conversation is not possible
Understanding 5 The understanding of all without any difficulty 4 Understanding of almost everything, although
there is repetition in certain parts
3 Understanding most of what was said when speaking slowed down somewhat although there is repetition
2 Difficult to follow what was said 1 Not able to understand even simple
conversation
Table 3.9
The Students’ Achievement
51-60 Poor Less than 50 Very poor
G. The Procedures of Research
This research used classroom action research and the procedures are follows:
1. Planning
In this phase the writer will identify a problem or issue and develop a plan of action in order to bring about improvements in a specific area of the research context. The activities in the planning phase are:
e. Preparing materials: making lesson plan and design the steps in doing the action
f. Preparing the list of the students‟ name and scoring
g. Preparing sheets for classroom observation (to know the situation of teaching and learning process when the technique applied) h. Preparing a test (to know whether the students‟ speaking skill
improve or not) 2. Action
When teaching learning processes are going on the teacher will use cocktail party technique. Here are the activities in this phase:
a. Giving pre-test
b. Teaching speaking using cocktail parties technique
c. Giving opportunity to the students to ask about difficulties or problem
d. Giving post-test 3. Observation
In this phase will observe systematically the effects of the action and documenting the context, actions and opinions of those involved.
4. Reflecting
At this point, the writer reflect on, the writer will evaluate and describe the effects of the action in order to make sense of what has happened and to understand the problem of the students in speaking skill and the application of cocktail party that already explored more clearly.
H. Technique of Data Analysis
After collecting the data, the writer will calculate the mean of the
students‟ score. This method is used to know the students‟ score speaking
1. Mean
Explanation:
M = mean of the students‟ score
ΣX = the sum of the students‟ score
N = the total number of students 2. SD (Standard Deviation)
The first step, the writer will calculate SD, the formula is:
√ ( )²
Explanation:
SD = Deviation standard for one sample t-test D = Different between pre-test and post-test N = Number of observation in sample 3. T-test
After calculating the SD, the writer doing test to know is there any significant differences or not between pre-test and post-test,
( ) (
√ )
Explanation:
D = Different between pre-test and post-test N = Number of observation in sample
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
The researcher has arranged the research in two cycles. The steps are: planning, acting, observing, and reflecting.
A. Cycle I
1. Planning
Before conducting the research, the writer prepared the instruments of the research, they are as follows:
a. Lesson plan
The writer use the lesson plans as guidance for the writer‟s
activities in the class and helps the writer to control the teaching and learning process. All the lesson plans that were used in this research have been validate by the validator Mrs. Rr. Dewi Mustikasari, M.Pd. to make sure the feasibility of this instrument. For further reading look at the appendix D.
b. Material
In the first cycle, the writer used theme about “daily activities”.
c. Teaching aid
The writer prepared some instrument, such as: blank paper, rubric, flash card and board marker.
d. Sheet for classroom observation
In order to know the condition of teaching learning process, the writer prepared the sheet for classroom observation as described on page 38.
e. Test (pre-test and post test)
Pre-test was a test that was given to the students before the teaching learning process. Meanwhile, post-test was a test that was given to the students after teaching learning process was conducted.
2. Implementation of the Action a. First Meeting
The researcher and collaborator did research on Thursday 13 August 2015 in VIIIG class. The atmosphere of the class was
quite after sing the nationality song „Indonesia Raya‟. Every
morning the students sing the nationality song „Indonesia Raya
